11. Ask, “What fuel is being used by the car?” When ‘gasoline’ or ‘diesel’ is named, uncover the picture of the barrel. Discuss petroleum products. 12. Ask, “Where is petroleum found?” Petroleum is found trapped in rock formations, deep beneath land and oceans. 13. Ask, “How was petroleum formed?” Uncover the formation pictures. Petroleum was formed when tiny sea plants and animals died, were buried on the oceans’ floors and were compressed under heat and pressure over hundreds of millions of years, turning them into oil (petroleum) and natural gas. 14. Ask, “Where did the sea plants and animals get the energy that was stored in them?“ Uncover the top picture. Plants absorbed radiant energy from the sun and stored it in their cells as chemical energy. 15. Discuss that this is an example of an energy flow. The energy from the petroleum (stored chemical energy) was used to provide energy for the car to move—motion energy. 16. Ask students to list other energy sources like petroleum and natural gas. 17. Review the meanings of renewable and nonrenewable. 18. Go to the Energy Source Matching worksheet in the Student and Family Guide. Instruct students to match each energy source with its definition. Review answers using the answer key on page 12 of the Teacher Guide. 19. Display or project the U.S. Energy Consumption by Source, 2014 (1-3) master. 20. Go to the Forms and Sources of Energy worksheet in the Student and Family Guide. Instruct students to complete the activity. Review using the answer key on page 14 of the Teacher Guide. 21. Discuss how we use energy and list student responses for the class to see. 22. Go to The Energy I Used Today worksheets in Student and Family Guide. Instruct the students to complete the activity by circling the energy activities or devices they used in the last 24 hours. 23. Display The Energy I Used Today (1-4) master. Have the students add the energy bucks they used to their lists and calculate their total energy bucks. 24. Discuss the total energy bucks students used. A total of under 40 is considered very good in terms of energy savings. Ask students which items they could cut out to reduce their use of energy. 25. Ask, “What is electricity? How is electricity produced?” List student responses for the class to see. 26. Display or project the From Natural Gas to Electricity (1-5) master and explain how natural gas produces electricity. 27. Discuss how electricity is produced by other energy sources in the U.S., such as other fossil fuels, uranium, hydropower, wind, solar, geothermal, and biomass. Discuss the energy sources used in your area to generate electricity. 28. Go to the electricity factsheet in the Infobook and have students use the factsheet to complete the Transporting Electricity activity in Student and Family Guide. Review answers using the answer key on page 17 of the Teacher Guide. 29. Ask students to explain the difference between efficiency and conservation. Record student ideas and discussion. Have students read page 4 in their Student and Family Guides and record definitions and examples for efficiency and conservation and answer the question at the bottom of the Efficiency vs. Conservation chart. Discuss the answers as a class and explain that these two terms will be the focus of the activities in this unit. 30. Have the students complete Lesson 1: Reflections and Lesson 1: Connections activities in the Student and Family Guide.
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